Standard	Year 1	Year2	Year 3
#2 A teacher understands how students learn and develop, and applies that knowledge in the teacher’s practice. #3 A teacher teaches students with respect for their individual and cultural characteristics.	#2/3 SCoTt’s referral process SpEd procedures #2/3 -equity/differentiation expectations -adapting instruction to meet the individual needs of the students in the classroom -Uses culturally appropriate communication and instructional strategies -analysis of student work -on-going formative assessments JSD Instructional Framework -Variety of teaching styles/instructional practices	#2/3 equity/differentiation expectations analysis of student work Uses on-going formative assessments to guide instruction JSD Instructional Framework	#2/3 -equity/differentiation expectations -analysis of student work -on-going formative assessments -JSD Instructional Framework -Variety of teaching styles/instructional practices
#4 A teacher knows the teacher’s content area and how to teach it.	#4: Curriculum Mapping: Use GLE’s/CORE at appropriate level Year-long content plan Unit Planning using JSD Instructional Framework Weekly Plans Daily Plans	#4 Curriculum Mapping: Use GLE’s/CORE at appropriate level Year-long content plan Unit Planning using JSD Instructional Framework that connects across disciplines Weekly Plans Daily Plans	#4 Curriculum Mapping: Knows GLE’s/CORE at appropriate level and consistently applies them in planning Year-long content plan Unit Planning using JSD Instructional Framework Weekly Plans Daily Plans Utilizes variety of teaching styles/instructional practices that are suited to teaching content area and integrating technology where appropriate Integrates strategies that encourage students’ development of critical thinking, problem-solving and creativity.
#5 A teacher facilitates, monitors, and assesses student learning.	(#5) Electronic Report Card/ PowerSchool -District calendar -assessment schedule (state & district) -Writing Continuum -Reading Continuum -Develop a recordkeeping system for student progress and evaluation purposes	#5 Designs appropriate formative and summative assessments to measure student progress
#6 A teacher creates and maintains a learning environment in which all students are actively engaged and contributing members.	#6 -Arranges classroom environment to be conducive to student learning -Develops classroom schedule with consideration for specials and learning times. -Manages time, environment, and instructional practices to actively engage students in learning. -Sets and maintains clear, appropriate and high standards for student performance	#6 A teacher creates and maintains a learning environment in which all students are actively engaged and contributing members. Arranges classroom environment to support student learning Manages classroom schedule with consideration for specials and learning times.	#6 Students are actively engaged, contributing members and time is managed for maximum learning Arranges classroom environment to maximize student learning Manages schedule with consideration for specials and learning times.
#7 A teacher works as a partner with parents, families, and the community.	#7 Parent conferences /communication mid-quarter/trimester reports to parents Develops an ongoing system of communication with parents. Communicates with parents regarding discipline concerns Works with parents to support student learning Participates in school-wide efforts that involve families	#7 Involves parents in setting and monitoring student learning goals	#7 Uses instructional strategies that connect the classroom with students’ culture, family, community, e.g. local experts, field trips, cultural relevant units.
#8 A teacher participates in and contributes to the teaching profession.	#8: -Formal teacher evaluation: 4 formal observations 2 formal evaluations IST Mentor Sets professional goals based on identified strengths, weaknesses, and feedback from other professionals. Sets plan for completing EED requirements for Professional Certification -coursework -completion of teacher preparation program (if necessary) -Seeks additional professional training Critical Friends/Professional Learning Communities Engage students and adults to assist their teaching and at making use of their colleagues’ knowledge and expertise to complement their own	#8 IST Advisor/Mentor -sets professional goals Completion of EED requirements for Professional Certification Seeks additional professional training: e.g. Institutes (Reading, Writing, Math and Science), Project Wild, Grinder, Academies, SIOP, Technology Boot Camp, ESL training -Formal teacher evaluation: 4 formal observations 2 formal evaluations Critical Friends/Professional Learning Communities Participates in building committees e.g. discipline, PTO, scheduling, special events, Site Council Engage students and adults to assist their teaching and at making use of their colleagues’ knowledge and expertise to complement their own Uses IST to support instructional practice	#8 Develops goals with IST Consultant/Mentor Continues to seek additional professional training i.e. Reading/Writing Institutes, Project Wild, Grinder, Math/Science Academies, SIOP. Cognitively Guided Instruction, Brain-based learning strategies, Stanford CLAD certification program #8 Critical Friends/Professional Learning Communities District Committee/Building Curriculum/Cadre’s/Site Council/PTO Aware of new developments in his/her field